The I<Ingdon1 of the Dead
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Index Note: page numbers in italics denote tables, maps, or illustrations Abdera 74 Cleomenes 237 ; coins 159, 276 , Abu Simbel 297 277, 279 ; food production 121, 268, Abydos 286 272 ; imports 268 ; Kleoitas 109 ; Achaea/Achaeans: Aigialos 213 ; Naucratis 269–271 ; pottery 191 ; basileus 128, 129, 134 ; Sparta 285 ; trade 268, 272 colonization 100, 104, 105, 107–108, Aegium 88, 91, 108 115, 121 ; democracy 204 ; Aelian 4, 186, 188 dialect 44 ; ethnos 91 ; Aeneas 109, 129 Herodotus 91 ; heroes 73, 108 ; Aeolians 45 , 96–97, 122, 292, 307 ; Homer 52, 172, 197, 215 ; dialect group 44, 45, 46 Ionians 50 ; migration 44, 45 , 50, Aeschines 86, 91, 313, 314–315 96 ; pottery 119 ; as province 68 ; Aeschylus: Persians 287, 308 ; Seven relocation 48 ; warrior tombs 49 Against Thebes 162 ; Suppliant Achilles 128, 129, 132, 137, 172, 181, Maidens 204 216 ; shield of 24, 73, 76, 138–139 Aetolia/Aetolians 20 ; dialect 299 ; Acrae 38 , 103, 110 Erxadieis 285 ; ethnos 91, 92 ; Acraephnium 279 poleis 93 ; pottery 50 ; West Acragas 38 , 47 ; democracy 204 ; Locris 20 foundation COPYRIGHTED 104, 197 ; Phalaris 144 ; Aëtos MATERIAL 62 Theron 149, 289 ; tyranny 150 Africanus, Sextus Julius 31 Adrastus 162 Agamemnon: Aeolians 97 ; anax 129 ; Aegimius 50, 51 Argos 182 ; armor 173 ; Aegina 3 ; Argos 3, 5 ; Athens 183, basileus 128, 129 ; scepter 133 ; 286, 287 ; captured 155 ; Schliemann 41 ; Thersites 206 A History of the Archaic Greek World: ca. 1200–479 BCE, Second Edition. Jonathan M. Hall. © 2014 John Wiley & Sons, Inc. Published 2014 by John Wiley & Sons, -
From the Odyssey, Part 1: the Adventures of Odysseus
from The Odyssey, Part 1: The Adventures of Odysseus Homer, translated by Robert Fitzgerald ANCHOR TEXT | EPIC POEM Archivart/Alamy Stock Photo Archivart/Alamy This version of the selection alternates original text The poet, Homer, begins his epic by asking a Muse1 to help him tell the story of with summarized passages. Odysseus. Odysseus, Homer says, is famous for fighting in the Trojan War and for Dotted lines appear next to surviving a difficult journey home from Troy.2 Odysseus saw many places and met many the summarized passages. people in his travels. He tried to return his shipmates safely to their families, but they 3 made the mistake of killing the cattle of Helios, for which they paid with their lives. NOTES Homer once again asks the Muse to help him tell the tale. The next section of the poem takes place 10 years after the Trojan War. Odysseus arrives in an island kingdom called Phaeacia, which is ruled by Alcinous. Alcinous asks Odysseus to tell him the story of his travels. I am Laertes’4 son, Odysseus. Men hold me formidable for guile5 in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca6 under Mount Neion’s wind-blown robe of leaves, in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I shall not see on earth a place more dear, though I have been detained long by Calypso,7 loveliest among goddesses, who held me in her smooth caves to be her heart’s delight, as Circe of Aeaea,8 the enchantress, desired me, and detained me in her hall. -
Alumni Revue! This Issue Was Created Since It Was Decided to Publish a New Edition Every Other Year Beginning with SP 2017
AAlluummnnii RReevvuuee Ph.D. Program in Theatre The Graduate Center City University of New York Volume XIII (Updated) SP 2016 Welcome to the updated version of the thirteenth edition of our Alumni Revue! This issue was created since it was decided to publish a new edition every other year beginning with SP 2017. It once again expands our numbers and updates existing entries. Thanks to all of you who returned the forms that provided us with this information; please continue to urge your fellow alums to do the same so that the following editions will be even larger and more complete. For copies of the form, Alumni Information Questionnaire, please contact the editor of this revue, Lynette Gibson, Assistant Program Officer/Academic Program Coordinator, Ph.D. Program in Theatre, The Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016-4309. You may also email her at [email protected]. Thank you again for staying in touch with us. We’re always delighted to hear from you! Jean Graham-Jones Executive Officer Hello Everyone: his is the updated version of the thirteenth edition of Alumni Revue. As always, I would like to thank our alumni for taking the time to send me T their updated information. I am, as always, very grateful to the Administrative Assistants, who are responsible for ensuring the entries are correctly edited. The Cover Page was done once again by James Armstrong, maybe he should be named honorary “cover-in-chief”. The photograph shows the exterior of Shakespeare’s Globe in London, England and was taken in August 2012. -
Not the Same Old Story: Dante's Re-Telling of the Odyssey
religions Article Not the Same Old Story: Dante’s Re-Telling of The Odyssey David W. Chapman English Department, Samford University, Birmingham, AL 35209, USA; [email protected] Received: 10 January 2019; Accepted: 6 March 2019; Published: 8 March 2019 Abstract: Dante’s Divine Comedy is frequently taught in core curriculum programs, but the mixture of classical and Christian symbols can be confusing to contemporary students. In teaching Dante, it is helpful for students to understand the concept of noumenal truth that underlies the symbol. In re-telling the Ulysses’ myth in Canto XXVI of The Inferno, Dante reveals that the details of the narrative are secondary to the spiritual truth he wishes to convey. Dante changes Ulysses’ quest for home and reunification with family in the Homeric account to a failed quest for knowledge without divine guidance that results in Ulysses’ destruction. Keywords: Dante Alighieri; The Divine Comedy; Homer; The Odyssey; Ulysses; core curriculum; noumena; symbolism; higher education; pedagogy When I began teaching Dante’s Divine Comedy in the 1990s as part of our new Cornerstone Curriculum, I had little experience in teaching classical texts. My graduate preparation had been primarily in rhetoric and modern British literature, neither of which included a study of Dante. Over the years, my appreciation of Dante has grown as I have guided, Vergil-like, our students through a reading of the text. And they, Dante-like, have sometimes found themselves lost in a strange wood of symbols and allegories that are remote from their educational background. What seems particularly inexplicable to them is the intermingling of actual historical characters and mythological figures. -
The Odyssey Homer Translated Lv Robert Fitzç’Erald
I The Odyssey Homer Translated lv Robert Fitzç’erald PART 1 FAR FROM HOME “I Am Odysseus” Odysseus is in the banquet hail of Alcinous (l-sin’o-s, King of Phaeacia (fë-a’sha), who helps him on his way after all his comrades have been killed and his last vessel de stroyed. Odysseus tells the story of his adventures thus far. ‘I am Laertes’ son, Odysseus. [aertes Ia Men hold me formidable for guile in peace and war: this fame has gone abroad to the sky’s rim. My home is on the peaked sea-mark of Ithaca 4 Ithaca ith’. k) ,in island oft under Mount Neion’s wind-blown robe of leaves, the west e ast it C reece. in sight of other islands—Dulichium, Same, wooded Zacynthus—Ithaca being most lofty in that coastal sea, and northwest, while the rest lie east and south. A rocky isle, but good for a boy’s training; I (I 488 An Epic Poem I shall not see on earth a place more dear, though I have been detained long by Calypso,’ 12. Calypso k1ip’sö). loveliest among goddesses, who held me in her smooth caves, to be her heart’s delight, as Circe of Aeaea, the enchantress, 15 15. Circe (sür’së) of Aeaea e’e-). desired me, and detained me in her hail. But in my heart I never gave consent. Where shall a man find sweetness to surpass his OWfl home and his parents? In far lands he shall not, though he find a house of gold. -
"Then Said the Lady Circe: 'So: All Those Trials Are Over. Listen With
5 beauty to ! woe to th( He will nc in ioy, cro the Sirens on their s~ of dead m and flayec keep well with bees should he let the m~ and {oot, so you m shout as your crex and keep What th~ and you plan the tell you, and dart roars ar. the gods Not eve i 30 lies betx piercing dissolvi to sho~ 35 NO toOl as land so shee "Then said the Lady Circe: Midwa ’So: all those trials are over. 2-3 in Circe opens t Listen with care valuable ally, In tl 40 this in lines, she describes in your rr to this, now, and a god will arm your mind. danger that he a~ Square in your ship’s path are Sirens, crying meet on their way home, would UNIT SIX PART 1: THE ODYSSEY 5 beauty to bewitch men coasting by; woe to the innocent who hears that sound! He will not see his lady nor his children in joy, crowding about him~ home from sea; the Sirens will sing his mind away 10 on their sweet meadow lolling. There are bones of dead men rotting in a pile beside them and flayed skins shrivel around the spot. 12 flayed: torn off; stripped. Steer wide; keep well to seaward; plug your oarsmen’s ears with beeswax kneaded soft; none of the rest 14 kneaded (n~’dYd): squeezed and is should hear that song. pressed. But if you wish to listen, 15-21 Circe suggests a way for Odysseus to hear the Sirens safely. -
Politics and Folktale in the Classical World
James S, Ruebel Iowa State University’ Ames Politics and Folktale in the Classical World Abstract The usurpation of myths and folktales for political purposes is a phenomenon that is well attested during classical antiquity. The preservation of heroic legends was probably motivated in part by social or political considerations, and the process continued into historical times. Our focus has now shifted from the question of historicity to the degree to which folktale has embellished history, and to what degree historical figures have exploited folktale and myth for real-life ends. The Peisistratid tyrants in Athens employed myths and religious symbols both in the initial stages of Peisistratus’ rise to power and in the maintenance of the dynasty over several decades. Alexander the Great made special efforts to associate him self with the hero Heracles; the emphasis on Heracles diminished as Alexander’s interests turned toward administration of a united Greek-Persian empire. Scipio Africanus was viewed by contemporary and later Roman authors as a Roman Alexander, a fact that is revealing about his personality but that complicates study of his own image-making efforts. Cato Censorius, on the other hand, created his own conservative Roman image by appealing to distinguished historical Romans and by emphasizing cardinal Roman virtues in his public oratory and literary efforts. Greek myths tend to generalize events, Roman myths make them con crete; Greek legends transcend time and space, Roman legends insist upon his toricity; Greek myths are largely related to Greek religion, Roman myths and folktales are not part of Roman religion, but part of Roman history, and should be examined first of all from that perspective. -
(2018). Gazing at Helen with Stesichorus. in A. Kampakoglou, & A
Finglass, P. J. (2018). Gazing at Helen with Stesichorus. In A. Kampakoglou, & A. Novokhatko (Eds.), Gaze, Vision, and Visuality in Ancient Greek Literature (pp. 140–159). (Trends in Classics Supplements; Vol. 54). Walter de Gruyter GmbH. https://doi.org/10.1515/9783110571288-007 Peer reviewed version License (if available): CC BY-NC-ND Link to published version (if available): 10.1515/9783110571288-007 Link to publication record in Explore Bristol Research PDF-document This is the accepted author manuscript (AAM). The final published version (version of record) is available online via De Gruyter at DOI 10.1515/9783110571288-007. Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ GAZING AT HELEN WITH STESICHORUS P. J. Finglass οἳ δ’ ὡς οὖν εἴδονθ’ Ἑλένην ἐπὶ πύργον ἰοῦσαν, 155 ἦκα πρὸς ἀλλήλους ἔπεα πτερόεντ’ ἀγόρευον· οὐ νέμεσις Τρῶας καὶ ἐϋκνήμιδας Ἀχαιοὺς τοιῆιδ’ ἀμφὶ γυναικὶ πολὺν χρόνον ἄλγεα πάσχειν· αἰνῶς ἀθανάτηισι θεῆις εἰς ὦπα ἔοικεν· ἀλλὰ καὶ ὧς τοίη περ ἐοῦσ’ ἐν νηυσὶ νεέσθω, 160 μηδ’ ἡμῖν τεκέεσσί τ’ ὀπίσσω πῆμα λίποιτο. Hom. Il. 3.154-60 When they saw Helen on her way to the tower, they began to speak winged words quietly to each other. ‘It is no cause for anger that the Trojans and well-greaved Achaeans should long suffer pains on behalf of such a woman. -
Chapter 5 Vision of Tiresias: a Review of Kipling's Poetry
Chapter 5 Vision of Tiresias: A Review of Kipling’s Poetry While referring to the duality in Kipling’s creative art, Harold Orel writes: Rudyard Kipling’s history as a writer illustrates one of the most serious problems in modern criticism, the relationship between members of the Establishment (in both England and the United States) and writers who, for one reason or another, do not seem to satisfy the Establishment’s expectations of what they should be saying and writing (213, italics author’s). It is this area where Kipling refuses to endorse the stance of the Establishment and offers alternative viewpoints that attracts the attention of Kipling scholars in the postcolonial period. In his personal life, too, Kipling chose to stay miles away from the formality and grandeur of the officialdom of the Raj. His refusal of the ‘Knighthood’ offered to him in 1899 and 1903 by Lord Salisbury and Balfour consecutively, bears evidence to this statement (Carrington 393). The same accounts for his refusal to join the royal party thrown in the honour of the Prince of Wales (later King George V) in 1903 and 1911 on the occasion of his trip to India (393). All these instances only hint at Kipling’s notion of the Empire, which far from being monolithic, is replete with contradictions and subversive ironies. In this chapter I am going to focus on several of his poems bearing testimony to his gradual disillusionment with the Raj. A good number of poems such as “The overland Mail” (1886) or “The White Man’s Burden” (1899) reflect the myth of White superiority. -
Generosa Sangco-Jackson Agon Round NJCL 2014.Pdf
NJCL Ἀγών 2014 Round 1 1. What Athenian archon was responsible for passing the seisachtheia, outlawing enslavement to pay off debt? SOLON B1: In what year was Solon elected archon? 594 B.C. B2: Name one of the two political parties that formed after Solon’s reforms. THE COAST / THE PLAIN 2. What is the meaning of the Greek noun θάλαττα? SEA B1: Change θάλαττα to the genitive singular. θαλάττης B2: Change θαλάττης to the accusative singular. θάλατταν 3. "Sing, muse, the wrath of Achilles" is the first line of what work of Greek literature? ILIAD B1: Into how many books is the Iliad divided? 24 B2: In which book of Homer's Iliad does the archer Pandarus break the truce between the Greeks and Trojans? BOOK 4 4. What is the meaning of the Greek adjective from which "sophisticated" is derived? WISE, SKILLED (σοφός) B1: What derivative of σοφός is an oxymoronic word meaning “wise fool”? SOPHOMORE B2: What derivative of σοφός applies to a person who reasons with clever but fallacious arguments, particularly with a disregard to the truth. SOPHIST 5. What hunter in mythology was blinded by king Oenopion on Chios for drunkenly violating his daughter Merope? ORION B1: When Orion regained his sight and returned to Chios for revenge, how did the king save himself from Orion’s murderous intentions? HE HID IN AN UNDERGROUND CHAMBER B2: Which of the Olympians had fashioned this chamber? HEPHAESTUS 6. What king of Pylos, known as the Gerenian charioteer, was renown for his wisdom during the Trojan war? NESTOR B1: Who was Nestor’s father, who demanded Phylacus’ cattle as the bride-price for his daughter Pero? NELEUS B2: What young son of Amythaon and Idomene eventually offered up the bride- price and married Pero? BIAS 7. -
The Interface of Religious and Political Conflict in Egyptian Theatre
The Interface of Religious and Political Conflict in Egyptian Theatre Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Amany Youssef Seleem, Stage Directing Diploma Graduate Program in Theatre The Ohio State University 2013 Dissertation Committee: Lesley Ferris, Advisor Nena Couch Beth Kattelman Copyright by Amany Seleem 2013 Abstract Using religion to achieve political power is a thematic subject used by a number of Egyptian playwrights. This dissertation documents and analyzes eleven plays by five prominent Egyptian playwrights: Tawfiq Al-Hakim (1898- 1987), Ali Ahmed Bakathir (1910- 1969), Samir Sarhan (1938- 2006), Mohamed Abul Ela Al-Salamouni (1941- ), and Mohamed Salmawi (1945- ). Through their plays they call attention to the dangers of blind obedience. The primary methodological approach will be a close literary analysis grounded in historical considerations underscored by a chronology of Egyptian leadership. Thus the interface of religious conflict and politics is linked to the four heads of government under which the playwrights wrote their works: the eras of King Farouk I (1920-1965), President Gamal Abdel Nasser (1918-1970), President Anwar Sadat (1918-1981), and President Hosni Mubarak (1928- ). While this study ends with Mubarak’s regime, it briefly considers the way in which such conflict ended in the recent reunion between religion and politics with the election of Mohamed Morsi, a member of the Muslim Brotherhood, as president following the Egyptian Revolution of 2011. This research also investigates how these scripts were written— particularly in terms of their adaptation from existing canonical work or historical events and the use of metaphor—and how they were staged. -
Unit 5: Epic and Myth
The Burning of Troy, 1606. Pieter Schoubroeck. 944 Archivo Iconografico, S.A./CORBIS UNIT FIVE Epic and Myth Looking Ahead Many centuries ago, before books, magazines, paper, and pencils were invented, people recited their stories. Some of the stories they told offered explanations of natural phenomena, such as thunder and lightning, or the culture’s customs or beliefs. Other stories were meant for entertainment. Taken together, these stories—these myths, epics, and legends—tell a history of loyalty and betrayal, heroism and cowardice, love and rejection. In this unit, you will explore the literary elements that make them unique. PREVIEW Big Ideas and Literary Focus BIG IDEA: LITERARY FOCUS: 1 Journeys Hero BIG IDEA: LITERARY FOCUS: 2 Courage and Cleverness Archetype OBJECTIVES In learning about the genres of epic and myth, • identifying and exploring literary elements you will focus on the following: significant to the genres • understanding characteristics of epics and myths • analyzing the effect that these literary elements have upon the reader 945 Genre Focus: Epic and Myth What is unique about epics and myths? Why do we read stories from the distant past? answer. He thought that in order for us to under- Why should we care about heroes and villains long stand the people we are today, we have to learn dead? About cities and palaces that were destroyed about those who came before us. One way to do centuries before our time? The noted psychologist that, Jung believed, was to read the myths and and psychiatrist Carl Jung thought he knew the epics of long ago.